Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Transitional Colorado Assessment Program (TCAP)
Assessment Framework
Grade 9 Reading
The assessment frameworks specify the content that will be eligible for assessment in the 2012 and 2013 TCAP by aligning the assessment
objectives from the Colorado Model Content Standards (old standards) with the Colorado Academic Standards (new standards). TCAP
supports the transition to the Colorado Academic Standards (CAS) during the next two years as a gradual approach to statewide measuring of
student achievement of the new standards.
Please remember that the TCAP frameworks, and thus TCAP, are not inclusive of all of the CAS. Districts should, however, still transition
to the full range of the new standards as the complete set of CAS will be considered eligible content for inclusion in the new
2014 assessment.
The frameworks are organized as indicated in the table below:
Standard
Benchmark
Assessment
Objective
Specific knowledge and
skills eligible for
inclusion on TCAP for
each Grade level.
Indicates the broad knowledge skills that all students should be
acquiring in Colorado schools at Grade level. Each standard is
assessed every year.
Tactical descriptions of the knowledge and skills students should
acquire by each Grade level assessed by the TCAP.
CAS Alignment
CAS Expectation Text
Comment
Code
Provides the code(s)
Provides the text from the
Provides
from the Colorado
CAS which correspond(s) to clarifying
Academic Standards
the assessment objective.
information.
(CAS) that
correspond(s) to the
assessment
objective.
The following may assist in understanding the revised frameworks:
 As the new standards are mastery based, any assessment objective that is aligned to a standard from the Colorado Academic
Standards at the relevant grade level or below is eligible for assessment on the TCAP.

A CAS may be aligned to multiple assessment objectives. To ensure a reasonable document length per grade, some instances of
multiple CAS alignments have been omitted.
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading

Unlike other content areas, there are no assessment objectives, or parts of assessment objectives, without CAS alignment that will
continue to be assessed. Therefore, a table comprised of continued content is not included in this framework.

Assessment objectives and parts of assessment objectives that will no longer be assessed have been struck through and are included
in the revised frameworks for purposes of comparison to the prior frameworks only.

An assessment objective may be aligned to a CAS that includes additional skills which exceed the assessment objective’s expectations.
In these instances, the TCAP will not assess the additional skills from the CAS; however, districts should still transition to the full range
of the new standards as the complete set of CAS will be considered eligible content for inclusion in the new 2014 assessment.

A key to the CAS Alignment Code can be by following this link:
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/CAS_Reference_system.pdf
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 1
Benchmark
Assessment Objective
a. Compare and contrast
text with different
themes or ideas.
b. Summarize,
synthesize, and
evaluate information
from a variety of text
and genre (for
example, documents,
speeches, technical
texts, web pages, and
memoirs).
Students read and understand a variety of materials.
Using a full range of strategies to comprehend essays, speeches, autobiographies, and first-person historical
documents in addition to the types of literature mentioned above.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Analyze how an author draws on and transforms
EO.e.i
source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by
Shakespeare). (CCSS: RL.9-10.9)
RWC10-GR.9-S.2-GLE.2Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
RWC10-GR.8-S.2-GLE.1Analyze how a modern work of fiction draws on
EO.c.iv
themes, patterns of events, or character types from
myths, traditional stories, or religious works such as
the Bible, including describing how the material is
rendered new. (CCSS: RL.8.9)
RWC10-GR.9-S.2-GLE.1Determine a theme or central idea of a text and
EO.a
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.2Analyze in detail how an author’s ideas or claims are
EO.b
developed and refined by particular sentences,
paragraphs, or larger portions of a text. (CCSS: RI.910.5)
RWC10-GR.9-S.2-GLE.2Evaluate clarity and accuracy of information through
EO.c
close text study and investigation via other sources.
RWC10-GR.9-S.2-GLE.2Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
RWC10-GR.9-S.2-GLE.2Determine a central idea of a text and analyze its
EO.a
development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
(CCSS. RI.9-10.2)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 1
Benchmark
Assessment Objective
c. Analyze main idea and
supporting details in a
variety of text and
genre.
d. Infer by making
connections within
and among texts.
e. Sequence events,
procedures and ideas.
Students read and understand a variety of materials.
Using a full range of strategies to comprehend essays, speeches, autobiographies, and first-person historical
documents in addition to the types of literature mentioned above.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Determine a theme or central idea of a text and
EO.a; RWC10-GR.9-S2analyze in detail its development over the course of
GLE.2-EO.a
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS. RI.9-10.2)
RWC10-GR.9-S.2-GLE.1Analyze how complex characters (e.g., those with
EO.b
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS: RL.910.3)
RWC10-GR.9-S.2-GLE.1Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
RWC10-GR.9-S.2-GLE.2Analyze in detail how an author’s ideas or claims are
EO.b
developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). (CCSS: RI.9-10.5)
RWC10-GR.9-S.2-GLE.2Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
RWC10-GR.9-S.2-GLE.1Analyze how complex characters (e.g., those with
EO.b
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS: RL.910.3)
RWC10-GR.9-S.2-GLE.2Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 1
Benchmark
Assessment Objective
f. Locate and recall
information in
different text
structures (for
example, cause and
effect,
problem/solution,
compare/contrast).
g. Determine meanings
of words, including
those with multiple
meanings, by using
context clues (for
example, synonyms,
comparisons) and
structural clues (for
example, roots,
suffixes, prefixes).
Students read and understand a variety of materials.
Using a full range of strategies to comprehend essays, speeches, autobiographies, and first-person historical
documents in addition to the types of literature mentioned above.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.5-S2-GLE.2Compare and contrast the overall structure (e.g.,
EO.b.ii
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts. (CCSS: RI.5.5)
RWC10-GR.6-S.2-GLE.2Use information from text and text features (such as
EO.f
timeline, diagram, captions) to answer questions or
perform specific tasks.
RWC10-GR.9-S.2-GLE.2EO.c
RWC10-GR.8-S.2-GLE.1EO.a.i
Colorado Department of Education 10/24/11
Evaluate clarity and accuracy of information through
close text study and investigation via other sources.
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text. (CCSS: RL.8.1)
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 4
Benchmarks
Assessment Objective
a. Identify an author's
purpose and the text's
historical/cultural
context from
information presented
in the text.
Students apply thinking skills to their reading, speaking, listening, and viewing.
 Recognizing an author’s point of view, purpose, and historical and cultural context;
 Using reading, writing, listening, articulate speaking, and viewing to solve problems;
 Knowing what constitutes literary quality based on elements such as the author’s point of view, the author’s
selection of significant details, theme development, and the author’s reflection of events and ideas of his or
her lifetime; and
 Critiquing the content of written work and oral presentations.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Determine a theme or central idea of a text and
EO.a
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.1EO.c
Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
(CCSS: RL.9-10.5)
RWC10-GR.9-S.2-GLE.1EO.e.i
Analyze how an author draws on and transforms
source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by
Shakespeare). (CCSS: RL.9-10.9)
RWC10-GR.9-S.2-GLE.2EO.a
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
(CCSS. RI.9-10.2)
RWC10-GR.9-S.2-GLE.2EO.b
Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). (CCSS: RI.9-10.5)
RWC10-GR.9-S.2-GLE.2EO.f
Critique author’s choice of expository, narrative,
persuasive, or descriptive modes to convey a
message.
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 4
Benchmarks
Assessment Objective
b. Use reading and
writing skills to solve
problems, list possible
solutions, and provide
support for the
solutions.
c. Differentiate fact from
opinion in a variety of
texts.
d. Analyze a variety of
text in order to make
predictions and draw
conclusions.
Students apply thinking skills to their reading, speaking, listening, and viewing.
 Recognizing an author’s point of view, purpose, and historical and cultural context;
 Using reading, writing, listening, articulate speaking, and viewing to solve problems;
 Knowing what constitutes literary quality based on elements such as the author’s point of view, the author’s
selection of significant details, theme development, and the author’s reflection of events and ideas of his or
her lifetime; and
 Critiquing the content of written work and oral presentations.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Determine a theme or central idea of a text and
EO.a
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.1Use literary terms to describe and analyze selections.
EO.e.ii
RWC5-GR.5-S.2-GLE.2Distinguish between fact and opinion, providing
EO.a.iv
support for judgments made.
RWC10-GR.9-S.2-GLE.2Delineate and evaluate the argument and specific
EO.g
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
(CCSS: RI.9-10-8)
RWC10-GR.9-S.2-GLE.1Determine a theme or central idea of a text and
EO.a; RWC10-GR.9-S.2analyze in detail its development over the course of
GLE.2-EO.a
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.1Analyze how complex characters (e.g., those with
EO.b
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS:
RL.9-10.3)
RWC10-GR.9-S.2-GLE.2Analyze how the author unfolds an analysis or series
EO.d
of ideas or events, including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn
between them. (CCSS: RI.9-10.3)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 4
Benchmarks
Assessment Objective
Continued…
d. Analyze a variety of
text in order to make
predictions and draw
conclusions.
e. Analyze the text's
main idea and use
relevant details to
support the analysis.
Students apply thinking skills to their reading, speaking, listening, and viewing.
 Recognizing an author’s point of view, purpose, and historical and cultural context;
 Using reading, writing, listening, articulate speaking, and viewing to solve problems;
 Knowing what constitutes literary quality based on elements such as the author’s point of view, the author’s
selection of significant details, theme development, and the author’s reflection of events and ideas of his or
her lifetime; and
 Critiquing the content of written work and oral presentations.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Analyze how an author’s choices concerning how to
EO.c
structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
(CCSS: RL.9-10.5)
RWC10-GR.9-S.2-GLE.2Determine a central idea of a text and analyze its
EO.a
development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
(CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.2Analyze in detail how an author’s ideas or claims are
EO.b
developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter). (CCSS: RI.9-10.5)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 5
Benchmarks
Assessment Objective
a. Use organizational
features of printed
text (for example,
prefaces, afterwards,
and appendices) to
locate information.
b. Use organizational
features of electronic
information (for
example, keyword
searches and email
addresses) and library
and interlibrary
catalog databases to
locate relevant
information.
c. Summarize and
organize information
about a topic in a
variety of ways (for
example, graphic
organizer, Venn
diagram, outline,
timeline) from
references, technical
sources, and media
Students read to locate, select, and make sue of relevant information from a variety of media, references, and
technological sources.
 Using organizational features of printed text such as citations, end notes, and bibliographic references to
locate relevant information;
 Evaluating information in light of what they know and their specific needs;
 Using organizational features of electronic text such as bulletin boards, database keyword searches, and email addresses to locate information when technology is available;
 Using strategies to gain information from journals, research studies and technical documents; and
 Using available technology to access information, conduct research, and produce a carefully documented
product.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.5-S.2-GLE.2Use informational text features (such as bold type,
EO.b.iv
headings, graphic organizers, numbering schemes,
glossary) and text structures to organize or categorize
information, to answer questions, or to perform
specific tasks.
RWC10-GR.3-S.2-GLE.2EO.b.ii
RWC10-GR.9-S.4-GLE.1EO.d
RWC10-GR.9-S.2-GLE.2EO.e
Colorado Department of Education 10/24/11
Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to
a given topic efficiently. (CCSS: RI.3.5)
Examine materials to determine appropriate primary
and secondary sources to use for investigating a
question, topic, or issue (e.g., library databases, print
and electronic encyclopedia and other reference
materials, pamphlets, book excerpts, online and print
newspaper and magazine articles, letters to an editor,
digital forums, oral records, research summaries,
scientific and trade journals).
Use flexible reading and note-taking strategies
(outlining, mapping systems, skimming, scanning, key
word search) to organize information and make
connections within and across informational text.
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 5
Benchmarks
Assessment Objective
d. Evaluate information
for specific needs,
validity, credibility,
and bias.
e. Give credit for others'
ideas, images, or
information in an
appropriate form (for
example, bibliography,
works cited page,
endnotes, or
footnotes).
f. Locate meanings,
pronunciations, and
derivations of
unfamiliar words using
dictionaries,
glossaries, and other
sources.
Students read to locate, select, and make sue of relevant information from a variety of media, references, and
technological sources.
 Using organizational features of printed text such as citations, end notes, and bibliographic references to
locate relevant information;
 Evaluating information in light of what they know and their specific needs;
 Using organizational features of electronic text such as bulletin boards, database keyword searches, and email addresses to locate information when technology is available;
 Using strategies to gain information from journals, research studies and technical documents; and
 Using available technology to access information, conduct research, and produce a carefully documented
product.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.4-GLE.1Examine materials to determine appropriate primary
EO.d
and secondary sources to use for investigating a
question, topic, or issue (e.g., library databases, print
and electronic encyclopedia and other reference
materials, pamphlets, book excerpts, online and print
newspaper and magazine articles, letters to an editor,
digital forums, oral records, research summaries,
scientific and trade journals)
RWC10-GR.9-S.2-EOEvaluate clarity and accuracy of information through
GLE.2-EO.c
close text study and investigation via other sources.
RWC10-GR.8-S.3-GLE.2Support claim(s) with logical reasoning and relevant
EO.a.vii
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
(CCSS: W.8.1b)
RWC10-GR.8-S.2-GLE.3EO.a.vi
Colorado Department of Education 10/24/11
Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech. (CCSS: L.8.4c)
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 6
Benchmarks
Assessment Objective
a. Read and respond to a
variety of literature
(for example, novels,
poetry, short stories,
non-fiction and plays)
that represents
perspectives from
places, people, and
events that are
familiar and
unfamiliar.
Students read and recognize literature as a record of human experience.
 Reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical
material, plays, essays, and speeches;
 Using literary terminology accurately, such as theme, mood, diction, idiom, perspective, style and point of
view;
 Identifying recurrent themes in United States literature; and
 Developing and supporting a thesis about the craft and significance of particular works of literature, both
classics and contemporary, from a variety of ethnic writers.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-EODetermine a theme or central idea of a text and
GLE.1-EO.a
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-EOGLE.1-EO.b
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS: RL.910.3)
RWC10-GR.9-S.2-EOGLE.1-EO.d
Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide reading
of world literature. (CCSS: RL.9-10.6)
RWC10-GR.9-S.2-EOGLE.1-EO.f
By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in
the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the
range. (CCSS: RL.9-10.10)
RWC10-GR.9-S.2-EOGLE.2-EO.h
By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range. (CCSS: RI.9-10.10)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 6
Benchmarks
Assessment Objective
b. Apply literary
terminology and
knowledge of literary
techniques (including,
but not limited to,
rising action, style,
mood, setting,
protagonist,
antagonist, point of
view, foreshadowing,
personification, or
flashback) to
understand text.
c. Read a given text,
identify the theme,
and provide support
from the text.
Students read and recognize literature as a record of human experience.
 Reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical
material, plays, essays, and speeches;
 Using literary terminology accurately, such as theme, mood, diction, idiom, perspective, style and point of
view;
 Identifying recurrent themes in United States literature; and
 Developing and supporting a thesis about the craft and significance of particular works of literature, both
classics and contemporary, from a variety of ethnic writers.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.5-S.2-GLE.1Use knowledge of literary devices (such as imagery,
EO.d.iii
rhythm, foreshadowing, simple metaphors) to
understand and respond to text.
RWC10-GR.9-S.2-GLE.1EO.c
Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
(CCSS: RL.9-10.5)
RWC10-GR.9-S.2-GLE.1EO.a
Determine a theme or central idea of a text and
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text. (CCSS: RL.9-10.2)
RWC10-GR.9-S.2-EOGLE.1-EO.b
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS: RL.910.3)
Colorado Department of Education 10/24/11
Grade 9 Reading
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Transitional Colorado Assessment Program Assessment Framework – Grade 9 Reading
Standard 6
Benchmarks
Assessment Objective
d. Develop a thesis
statement about a
particular text and
provide support from
the text.
e. Understand how
figurative language
supports meaning in a
given text.
Students read and recognize literature as a record of human experience.
 Reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical
material, plays, essays, and speeches;
 Using literary terminology accurately, such as theme, mood, diction, idiom, perspective, style and point of
view;
 Identifying recurrent themes in United States literature; and
 Developing and supporting a thesis about the craft and significance of particular works of literature, both
classics and contemporary, from a variety of ethnic writers.
CAS Alignment Code
CAS Expectation Text
Comment
RWC10-GR.9-S.2-GLE.1Determine a central idea of a text and analyze its
EO.a; RWC10-GR.9-S.2development over the course of the text, including
GLE.2-EO.a
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
(CCSS: RL.9-10.2)
RWC10-GR.9-S.2-GLE.1Analyze how complex characters (e.g., those with
EO.b
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. (CCSS: RL.910.3)
RWC10-GR.7-S.2-GLE.3Interpret figures of speech (e.g., literary, biblical, and
EO.b.i
mythological allusions) in context. (CCCS: L.7.5a)
RWC10-GR.7-S.2-GLE.3EO.b.ii
RWC10-GR.8-S.2-GLE.3EO.b.i
Colorado Department of Education 10/24/11
Understand that language represents and constructs
how readers perceive events, people, groups, and
ideas; recognize positive and negative implications of
language and identify how it can affect readers in
different ways.
Interpret figures of speech (e.g. verbal irony, puns) in
context. (CCSS: L.8.5a)
Grade 9 Reading
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